The Research On The Construction Of Characteristic Model Of High School Biology Situational Test

One of the main question kinds used in today’s exam evaluation is the situational test.In order to assign a topic and analyze the questions scientifically,instructors can check for achievement and identify skills by making the general characteristics of situational tests more clear.The research completes the building of a feature model for a high school biology situational test by setting up the basic models based on the findings of literature studies,optimizing the models based on real questions,and confirming the models on the basis of survey results.By doing literature research,the essay sorts out the documents home and abroad linked to the aspects of situational test and defines certain significant concepts such as "Situational Test" and "Feature of Test Questions".The essay identifies four main indicators by analyzing the literature content data: target,background,condition,and command.The situational analytical framework of Xavier Roegiers’ s Roegiers and the peculiarities of biology as a subject are used to identify fifteen secondary indications in the essay.The essay also describes and provides examples for each of the sixty-two components that make up the secondary indicators.Using test analysis,the essay selects thirty typical situational test questions of year2022 for high school biology from some provinces launching NCEE,such as Beijing,Shandong,Hunan and Hubei etc.According to the indicators and elements at all levels of initially established feature model of situational tests,the essay encodes and counts them,forming the proportion of the indicators and elements at all levels.Considering the characteristics of current situational test questions,the essay adjusts and optimizes the formation of the primary indicators: target,background,condition and command.Enhance the second-level index’s "background source of situational materials" content under "background" in the first-level index;delete the second-level index’s "presentation form of the situation" content under "condition" in the first-level index;add the second-level index’s "tasks expected to be completed by students" content under "order" in the first-level index;and delete the second-level index’s "the location of the command" content.The essay selects thirty supervisors and teachers as the subjects,conducting the identification of the model’s indicators and elements at all levels and confirming the model’s rationality.This is done in accordance with the adjusted and optimized indicators.As can be seen,the indicators and elements of the model are fiducial value to the extent,in accordance with the scheduled demand;the model’s framework is relatively reasonable and the element setting is relatively scientific,which could be applied to the feature analysis and evaluation on present-day biology situational test questions.The characteristic paradigm for high school biology situational test questions eventually takes shape.And the following is the model’s primary content:This model contains four primary indicators--target,background,condition and command as well as fifteen secondary indicators.The primary indicator “target”contains six secondary indicators: anticipation of the direction for the development of students,curriculum contents,concept of life,scientific thinking,scientific inquiry and social responsibility.The primary indicator “background” contains two secondary indicators: the background resources of situation materials and the disciplinary fields of the situation materials.The primary indicator “condition” contains two secondary indicators: the mode of presentation and the characteristics of the known conditions.The primary indicator “command” contains five secondary indicators: the opening degree of the situation,the task anticipated the students to finish,independent character of the question,the position of the command,and the specificity of the question.All the secondary indicators have their corresponding element,and the whole model contains sixty elements,which not only provides the elements for the researchers to choose from when they are analyzing one certain high school biology situational test question,but also presents certain theoretical support and practical references for analyzing,assigning and evaluating the high school biology situational test questions.